GBS

GBS

History of GBS

The Gandhian Basic School (GBS) which operates under the aegis of the MGI was set up in 1984. It aims at the Gandhian sense of social justice as well as Gandhian principles of basic, adapted and practical education. The GBS is dedicated to secondary education in a different way, that is, not only in imparting knowledge and skills, but also promoting the overall development – affective and cultural of the child.

The GBS was set up to inculcate the principles of Basic Education, as enunciated by Mahatma Gandhi, to students who were left out of the main stream education system after the Certificate of Primary Education (CPE) examinations. The school was inaugurated on the 2nd October 1984, to mark the 115th Birth Anniversary of Mahatma Gandhi.

The basic principles inculcated at the GBS, as enunciated by Mahatma Gandhi are:

Learn by doing (Practical)

Visual learning

Extra-Curricular activities

Mission & Vision of GBS

History

Founded in 1984 with collaboration of the Government of India

Mission

To provide Prevocational Education to students unable to gain access to mainstream secondary education

Values

Education as per the precepts of Gandhi’s philosophy of

Learning by doing

Education for character moulding

Strategic objectives

Empowering students and capacity building by:

Developing understanding of principles and technology related to trades

Acquisition of knowledge and skills as apprentices

Becoming self-employed or earn wages as a skilled worker

Acquisition of knowledge, attitudes and aptitudes for increased employability

Organisation’s aims and objectives (as per Rules & Regulations)

Provision of training in prevocational skills

Promoting social development of students

Training in life skills

Geographical Region

National

Main sources of Funding

Funder

Amount

Mahatma Gandhi Institute

Ministry of Education & Human Resources

Decentralised Corporation Programme

Trust Fund for Vulnerable Groups

Main initiatives run by your organisation in the same area of intervention (target groups, actions, partners, budget)

Students who have not succeeded in their Certificate of Primary Education. They follow a 4 year full time course at our school. The school operated in view of preparing our students to get an entry at the Vocational Centre.

Corporate and institutional partners

Objectives of the Gandhian Basic School

The objectives of the GBS are:

To provide an alternate model of education that emphasizes literacy, social education and practical programmes of education revolving around handicraft, music and games.

To equip the student with a measure of trainability so that he may smoothly enter apprenticeship and thus achieve economic self-reliance as an adult.

To build up the student’s self-esteem through positive promotion and development of his innate abilities and capacities.

To prepare the student for responsible citizenship through the acquisition of values and right attitudes.

Courses/Services Offered

School Infrastructure

The GBS has 7 fully functional workshop, namely:

Plumbing & Pipe Fittings

Woodwork

Electrical Installations

Leathercraft

Auto mechanics

Food and Nutrition

Fashion and Fabrics

All these workshops are fully equipped with all the required tools and equipments and consumables for the proper conduct of practical classes.

These workshops can cater up to 12 students so that practical classes can be carried out in a safe and efficient way.

Students learn all the practical subjects during their first 3 years then specialise themselves in a combination of 2 practical subjects in their fourth and final year.

Literacy and Numeracy

The GBS not only prepares students to achieve basic literacy and numeracy level, but focuses on the development of the students as a responsible citizens. Literacy and numeracy subjects include English, French, Mathematics, Science and Computer Studies as core subjects.

The GBS also lays emphasis on extra-curricular activities where the inherent skills of students are developed through activities such as Creative-Education, Physical Education, Music and Dance. Educational Tours, Sports Day, Community Service (Gandhi Day) are also part of extra-curricular activities which contribute in the development of students’ personality.

Assessment of Students

The GBS, in line with Gandhian philosophy, has always used a fair method to assess students. This method is the Continuous Assessment.

The GBS has applied this method of assessment since its inception and when assessing through this method emphases is laid on the affective, cognitive and psychomotor development of the student. It can be said that the GBS has been a precursor of what is being applied in the nine-year schooling.

In this line, the GBS can enrol 50 students each year for a four year training.

The objectives are to engage students in these disciplines both as a way of learning skills which can lead to increased employability, and the development of entrepreneurial skills for eventual setting of small businesses. Students learn manual skills, develop creative minds and as all students do not have the same learning style, they are able to learn through the visual, linguistic as well as kinaesthetic modes.

Activities organized

Extra-Curricular Activities

Extra-curricular activities are not optional but organised regularly as key components to reinforce a set of non-formal initiatives within the formal setting. Non-formal education is often considered more engaging, as the learner’s interest is a driving force behind their participation. Several activities are organized in this respect that aims at developing student skills such as the social skills, team leadership skills as well as developing their sense of responsibility. Students are motivated and invited to participate actively and through these activities, to show their involvement in school community life. One of these activities in which the students are currently involved in is the Duke of Edinburgh Award Programme.

Other activities organized by the school are:

Educational Tours

Community Service

Cross Country

Sports Day

Music Day

Residential Seminar

CSR Programme

Since December 2009, the GBS has been accredited officially as a beneficiary of CSR funds and consequently the GBS liaised with the different enterprises with a view to promote the well-being and welfare of the students. Some major projects as listed above have thus been implemented at the school with the help of CSR Funds. Other initiatives include the erection of an additional storey and two Hydroponics projects, free daily meals to students, purchase of benches, equipment for multimedia room, and tools for Auto Mechanics workshop.

Staff at the GBS

The head of the GBS is responsible for the proper management of the whole system. Further the Head of the GBS is supported in his duty by

Teaching Staff

Non-teaching Staff

Administrative Staff

The Head of the GBS has always been chosen from the senior most staff since they have a good understanding of the students and the particularities of the school.

Both teaching staff and non-teaching staff have worked at the GBS since their appointment. As such they never had any pre-conceived idea of teaching and have not faced any difficulties to adapt and use the most appropriate method to teach students.

The GBS has also benefitted and hopefully will continue to benefit through the CSR program since 2008 and sponsorship by major enterprises.

Other milestones

The Gandhian Basic School has always offered academic as well as job-related studies. Since its setting up in 1984, the school has been enrolling students directly from the primary school and who have been unsuccessful at two attempts in getting through the Certificate of Primary Education Examination.

Accordingly, the vision and mission of the school, as well as its curriculum were geared towards promoting the socio-economic integration of its students through provision of prevocational education and training of students with a view to provide them with higher employability and personal assertiveness and confidence after leaving school.

It is to ne noted that, prior to the enactment of Child Labour Act, the school was providing a three year prevocational training to students until the age of fifteen. Students, after graduation from the school, joined different trades as apprentices. However, a gap existed between age at which students left school (15 years) and the age at which they were legally entitled to join the labour market which is 16 years. The MGI took the decision to provide an additional one year course called Bridging Course to students after completion of their third year. This provided further training to students who would then be eligible either to join the labour market or undergo further Vocational Training

In 2010, the GBS liaised with the MITD for recognition of our school’s fourth year course as being equivalent to MITD Bridging Course. Several meetings between officials of MITD, GBS and Schooling finally led to the recognition of the Fourth Year Training at the GBS as being equivalent to the Bridging Course dispensed by the MITD.

Meaningful learning

The teaching strategies being used by Educators at GBS lead towards Meaningful Learning. These strategies include a holistic approach based on experiential learning, incorporating group co-operative learning, project based work, and learning by observation. An integrated approach is exemplified through the linkage between subjects whereby Mathematical or Scientific principles and concepts being taught are reinforced while students are involved in activities and Project work in such fields as Photovoltaic Energy Generation System, Hydroponics Projects and Aquaculture Project. These fields of learning are aligned with a new economic and industrial era and represent new areas of economic life and job prospects. Such a unified practice of learning has a positive impact on the capacity of students at GBS to better assimilate abstract concepts and develop core competencies as mentioned in the NYS, in particular, critical thinking, entrepreneurship, environmental and conservation literacy, leading to a more Meaningful Learning. Finally, the curriculum, with some more updates is serving needs of students with varied learning styles instead of a one size fits all model.

Mode of assessment

Students are taught and assessed in all three domains of learning, that is, psychomotor, cognitive and affective. This teaching methodology ensures that students’ interest is aroused and all processes of learning are duly considered and this practice at the GBS has led to demonstrated and acknowledged positive learning outcomes.

Since its creation, the school has been involved in continuous assessment as opposed to the practice of administering tests at the end of each term. Until the year 2010, assessment modes were implemented in their traditional form, that is, solely based on Assessment/ Evaluation of children’s performance. As this form of evaluation did not provide any adequate feedback to enable Educators to enhance learning, the system was upgraded. Since 2010, the GBS shifted from assessment of learning to assessment for learning. The aim of assessment for learning is to identify weaknesses in the teaching process and ultimately help educators to review their teaching methods and strategies for a more positive learning outcome. This approach to assessment provides opportunities for professional development of teachers and instructors.

Overall Student development

The GBS is involved in community service which is used as an efficient tool for modifying students’ behaviour and developing positive attitudes. The key and purposeful objectives are to inculcate positive and inclusive values to students. It is to be noted for example that students offer yearly services to pilgrims of the Maha Shivaratree festival to promote intercultural learning, and participate in environmental awareness and cleaning campaigns for cultivating patriotic values. Involvement in projects like Hydroponics, Rainwater Harvesting, Photovoltaic, Composting and Aquaculture and Aquaponics creates a whole range of awareness of environmental preservation and return to agriculture.

These measures and strategies are in line with the NYS vision for creating schools which are more responsive to and more responsible for learning.